Harold Meyerson writes here about Jennifer Abruzzo’s request to the National Labor Relations Board to ban “captive audience” meetings, in which employers lecture their employees about the dangers of joining a union. Abruzzo is the recently appointed general counsel of the agency, where she has worked for many years. She is in a hurry to restore the original purpose of the NLRB, which was to create a level field for employers and employees.

Meyerson writes in The American Prospect:

By now, it’s clear that Jennifer Abruzzo, the general counsel at the National Labor Relations Board, is both an originalist and an adherent to the belief that the National Labor Relations Act is a law whose interpretations must have some relation to current realities.

One of those realities is that a succession of Board and court rulings over many decades has eroded the act itself, and with it, the very worker rights the act was written to ensure. One of those erosions is the “captive audience” meeting, which employees are compelled to attend, at which their managers subject them to arguments against their going union. The very fact that attendance is compulsory underscores the imbalance of power between boss and worker, such that the meetings constitute an implicit—and sometimes explicit—threat to the workers. The authors of the NLRA meant to give workers the right to freely choose whether to unionize. Compelling workers to attend these meetings (and forbidding union advocates from holding even voluntary meetings at the worksite), Abruzzo argues, erodes that right of free choice.

In a memo she sent to NLRB staff today, Abruzzo announced she would ask the Board to ban such captive audience meetings for violating both the letter and spirit of the NLRA. The act, she wrote, “protects employees’ right to listen as well as their right to refrain from listening to employer speech concerning the exercise of their Section 7 rights”—that is, their rights to freely choose whether or not to unionize and to have a voice on the job. “Forcing employees to listen to such employer speech under threat of discipline—directly leveraging the employees’ dependence on their jobs—plainly chills employees’ protected right to refrain from listening to this speech,” she asserted.

Today’s memo is of a piece with Abruzzo’s previous memos, all of which seek to restore the NLRA to what its authors intended: an act enabling workers to freely choose whether to organize and, if they do so choose, to bargain collectively. As I’ve reported in my profile of Abruzzo, which appears in our April print issue, she has emerged as the most potent champion of worker rights that the government has seen in a great many years, and as such, by happy coincidence, as the most potent ally of the generation of workers we’ve seen unionizing on campuses, at Starbucks, and now, at an Amazon warehouse.

Abruzzo writes lots of these potentially very impactful memos. I’ll try to keep you posted on them as she turns them out.

There was a time—more than half a century ago—when labor unions promised to guarantee fair wages, decent working hours, and secure benefits for American workers. Unions raised many people from poverty to the middle class. Yet today, unions—especially in the private sector—are at a low point, due to anti-union activities by corporate America. But recent organizing efforts at two of the nation’s largest employers—Amazon and Starbucks—show promise of change.

One woman is in a position to protect the rights of workers to join a union: Jennifer Abruzzo. The American Prospect has written about her, and I am sharing some of those articles here.

Harold Meyerson wrote:

One gap between American public opinion and American public policy has been growing steadily wider over the past dozen years. Public support for unions rose to a high point of 68 percent last year, while the actual rate of membership in unions, continuing its 70-year descent, hit a new low last year of a bare 6 percent of private-sector employees.

In democracies, the common response to realities so at odds with public sentiment is something like “there ought to be a law.”

In this case, there is. The National Labor Relations Act (NLRA), enacted in 1935, gave workers a legal right to form unions and bargain collectively. For a decade, it worked as intended, as a previously moribund union movement grew to encompass fully one-third of the nation’s workforce. For the next decade, despite a Republican Congress limiting the law’s scope with the Taft-Hartley Act in 1947, unions held their own. Thereafter, membership percentages began a slow but relentless decline, as court decisions and the ferocious opposition of American business to worker rights turned the NLRA on its head. Though the Act remained on the books, the penalties employers faced for violating its terms—by intimidating or even firing workers seeking to unionize—were so minimal that employer lawbreaking became common practice and successful unionization campaigns became rarer and rarer.

Eventually, Democrats became aware that the weakness of federal labor law not only triggered deunionization and hollowed out the middle class, but also reduced workers’ support for the Democratic Party. But Republicans are implacably opposed to unions, and a critical mass of Democrats are implacably opposed to abolishing the filibuster and restoring majority rule in the Senate. So while you can write a bill like the PRO Act, which would patch many of the holes in the NLRA, you can’t get it passed, and consequently, you can’t reverse labor’s decline.

Or can you?

Last summer, on a party-line vote, the Senate confirmed the nomination of Jennifer Abruzzo as general counsel of the National Labor Relations Board (NLRB), which oversees union recognition contests and investigates and adjudicates disputes over violations of the NLRA. While not a member of the Board itself (which by custom consists of three appointees from the president’s party and two from the opposition’s), the general counsel functions as the NLRB’s chief prosecutor, directing its roughly 500 attorneys across the nation on what kind of cases to bring and what remedies to seek. It’s a powerful position, but no previous general counsel had used that power quite like Abruzzo has.

Just two weeks after she was confirmed in late July, Abruzzo sent out her first memo to staff attorneys, a common practice for new general counsels, laying out the kind of cases attorneys should file. Her stated intention was to reverse the Trump-appointee-dominated Board’s anti-worker rulings that, she wrote, had “overruled legal precedent.” But she added that she also wanted to pursue other cases “not necessarily the subject of a more recent Board decision, [that] are nevertheless ones I would like to carefully examine,” because they, too, ran counter to the NLRA. For example, in cases where employers refused to recognize a union even though a majority of workers had indicated through signing affiliation cards that they wished to form one, she advised the Board attorneys to consult the Joy Silk Mills case for the appropriate remedy.

“Even labor lawyers had forgotten about Joy Silk,” says Catherine Fisk, a professor of labor law at the University of California, Berkeley. And no wonder: The Joy Silk ruling, which was promulgated in 1949 by a Board dominated by Harry Truman’s appointees, was substantially overturned in 1969 in a Supreme Court case known as Gissel, and the NLRB, dominated by Richard Nixon’s appointees at the time, wasn’t inclined to defend the Truman Board’s remedies.

Under Joy Silk, employers who refused to recognize a union’s legitimate majority status had been compelled to recognize the union and to enter into bargaining with it, except in rare instances. Under Gissel, employers who refused to recognize a union’s legitimate majority status were compelled merely to run or rerun an election among their employees to determine union status, except in rare instances. That enabled employers to delay recognition and bargaining, in some cases for years, and to intimidate workers from voting in a union in a much-delayed election.

The abandonment of Joy Silk made a huge difference in employer behavior. As a 2017 article in the Santa Clara Law Review documented, eliminating Joy Silk’s standard for the remedy when employers refused to recognize their workers’ pro-union preference led to an immediate increase in employer violations of the NLRA’s letter and spirit. In the five years before Joy Silk was struck down, charges of employer intimidation totaled about 1,000 cases a year. Once the softball remedies of Gissel became the standard, charges exploded to a peak of 6,493 in 1981, after which they fell along with unionization efforts generally. Under Gissel, intimidation became the norm.

Abruzzo believed it would take going back to Joy Silk to make workers’ right to form unions—a right ensured by the NLRA—real again. Many employers, Abruzzo told me, are “abusing [the law’s] processes in order to coerce employees to change their minds and vote against the union, where it obviously enjoys majority support.” When Joy Silk was the standard, “there were many more elections that were untainted” by employer intimidation. And if the company, under a revived Joy Silk, enters into a bargaining process that it prolongs by stalling and refusing to reach an agreement, Abruzzo further believes the NLRB should compel it to compensate workers for what they would have made under a promptly negotiated contract, “if the employer had bargained in good faith from the start.”

Nothing in the PRO Act, or any labor law proposal over the past few decades, even touches on reviving Joy Silk. As one union official puts it, “we have a general counsel that’s pushing the envelope beyond what unions themselves have been pushing for.”

THE JOY SILK MEMO was just the beginning for Abruzzo. In short order, a flurry of other memos followed.

She called for increasing employers’ “back pay” payments to employees that they’ve illegally fired to include payments for the financial sacrifices the employees made due to the firing, such as withdrawals from 401(k)s or taking out loans. Her new standards also required employers to compensate unions for the expenses they incurred in fighting their employer’s illegal behavior. She proposed treating employers’ “captive audience” meetings, in which workers are invariably compelled to hear management’s case against unionizing, as an unfair labor practice, for which an appropriate remedy would be allowing the union to hold meetings with workers at their worksite as well. She recommended that costs to workers and unions be paid in full in any settlement agreements, while eliminating any “non-admission of guilt” language from such settlements to establish a pattern of violations if such were to exist. She recognized student athletes in lucrative college sports as employees under the NLRA. She ensured rights, protections, and remedies for immigrant workers under the NLRA.

And she instructed attorneys to hasten remedies under the NLRA’s 10(j) section by more frequently seeking cease-and-desist injunctions against offending employers. Abruzzo encouraged filing these injunctions not only when a worker in an organizing drive was illegally fired, but when an employer threatened to fire such workers, or to shut down the worksite if the workers go union. Both of those actions are also illegal under the NLRA. Abruzzo’s goal is to make sure that efforts to unlawfully thwart employees’ rights to form a union can “be nipped in the bud” while the organizing drive is still proceeding.

The Biden administration is clearly the most pro-union administration in American history, with its backing of the PRO Act, its recommendations for greater worker rights in the federal government, its extension of higher wage standards on federally funded projects, its preference for unionized companies in its domestic production bill, its groundbreaking demand for a fair union affiliation vote in a Mexican factory under the terms of the revised NAFTA, and the president’s own pro-worker message to the employees at Amazon’s Alabama warehouse. Even without Abruzzo’s efforts, this would be a significant step forward in the posture of a presidency toward the labor movement.

But few observers would dispute the assessment of Celine McNicholas, a former NLRB special counsel who is now the general counsel and director of policy and government affairs at the Economic Policy Institute, who tells me, “Installing Jennifer Abruzzo as the NLRB’s general counsel will be the most impactful action that the Biden administration took in its first term for working people.”

JENNIFER ABRUZZO HAS SPENT 23 of her 58 years as an attorney at the NLRB, starting out as a field attorney in the Miami office, rising to the position of deputy attorney for the Florida region, then moving at the Board’s request to its Washington, D.C., headquarters, where she rose to be deputy general counsel during the Obama administration. During the Trump years, she rotated out of government to the Communications Workers of America (CWA), where she served as special counsel until the Senate confirmed her nomination last summer.

Abruzzo grew up in a working-class family in the (then as now) working-class neighborhood of Jackson Heights, Queens. Her father was an electrical engineer at ConEd; her mother was an X-ray technician at Columbia Presbyterian Hospital. Both were union members. Jennifer, her parents, and her siblings (she’s the eldest of four) lived in a three-room apartment. “Not three bedrooms,” she clarified. “Three rooms. But I had a roof over my head and food on the table, and having those union benefits definitely helped us.”

She attended parochial schools, then went to college at New York state colleges: SUNY Binghamton and SUNY Stony Brook. An early marriage brought her to Miami, where she had her son, divorced, and went to work in the human resources department of a South American–oriented branch of Deutsche Bank.

“I was divorced with a young child and needed to support us both,” she said, “so I ended up going to law school, the University of Miami Law School, at night,” while working at the bank during the day. No labor law classes were available at night, but Abruzzo took an evidence class with Michael Fischl, a former NLRB attorney who taught labor law in the daytime.

Fischl, now a law professor at the University of Connecticut, recalls that he taught that evidence class “with a heavy labor and employment law emphasis.” In a class of roughly 100 students, he says, Abruzzo “stood out for her thoughtfulness and the depth of her engagement,” so much so that she was invited to join a social justice and legal theory book group with other faculty members and students.

“It’s hard enough to work and go to law school at the same time,” Fischl says. “Add to that being a single mom. I’m reminded of that line about Ginger Rogers, that she did everything Fred Astaire did, but backwards and in heels.”

When an attorney’s position came open in the NLRB’s Miami office, Fischl recommended Abruzzo for the job, though she’d had just a year in private practice. At the NLRB, she spent a good deal of her time representing immigrants from both Central and South America, as well as Haiti.

“What drew me to the NLRB?” Abruzzo says. “Coming from a union household helped, but what that instilled in me was a very strong work ethic, and also being empathetic towards others who might not have as much as we did … I just wanted to ensure that I did everything I could to ensure that people were treated equitably.”

“I WOULD DESCRIBE JENNIFER as the master mechanic of the NLRB,” says Jody Calemine, the general counsel and chief of staff at CWA. “She’s worked there at every level, she knows what works, what doesn’t work. She has encyclopedic knowledge of the case law, knows all the arguments inside and out, and she truly believes in the Act.”

When McNicholas worked as an NLRB special counsel while Abruzzo was deputy general counsel during Obama’s presidency, “she helped me figure out how the agency worked,” McNicholas says. “All the regional offices are overseen by general counsel’s division of operations. She brought a field perspective to the job.”

Abruzzo’s attentiveness to the concerns of the Board’s far-flung staff is already the stuff of legend. Her zeal to make the NLRA work again has won her a particular following among the many young attorneys who work there.

“I’ve seen her with her young attorneys,” says Julie Gutman Dickinson, an attorney in private practice who represents unions and workers who are misclassified by their employers as independent contractors rather than employees. “They see this general counsel who is brilliant, who believes in the Act, who articulates their beliefs so eloquently and who works so hard.”

One of those young attorneys is Aaron Samsel, who works in the Board’s Washington headquarters. After going to work for the Board right out of law school, he left during the Trump presidency, but when Biden nominated Abruzzo for the general counsel’s post, he decided to go back. “Among all my colleagues, both staff attorneys and supervisory attorneys, there’s this feeling of profound relief to have a general counsel who they feel has their back,” Samsel says. “She really listens when people bring concerns to her, and she understands it all. She can get into the minutiae of handling a case.”

That understanding of how workers and employers actually interact in an organizing campaign underpins many of Abruzzo’s directions to her staff. Her directive on filing 10(j) injunctions against employers threatening their workers during organizing campaigns is based on her knowledge that the long-established practice of winning back-pay settlements for illegally fired workers years after they’ve been fired does nothing to stop such conduct when it’s being used to thwart a unionization campaign. “10(j) injunctions are the teeth of the Act,” says Gutman Dickinson, who under its terms has won a number of such cease-and-desist orders and orders to reinstate fired workers, “and Jennifer completely understands that.”

The understanding of how workers and employers actually interact in an organizing campaign underpins many of Abruzzo’s directions to staff.

Abruzzo’s memos take aim not just at the timing but also at the insufficiency of the penalties the NLRB has commonly assessed against employers—chiefly, offering back pay to illegally fired workers and posting a notice somewhere in the worksite that the employer has been found in violation of the NLRA and made such a payment. Abruzzo points out that the Act doesn’t allow for punitive damages, so that truly enforcing it requires that fired workers be made financially whole. That means making the employer cover all loans, credit card fees, and withdrawals from savings and retirement funds that the worker has been compelled to make.

The NLRB should be looking, Abruzzo told me, at “how can we put people back to the way it was before all this unlawful activity occurred, at whether there’s been emotional distress that can be particularly linked to an unlawful discharge, in much the way our sister agencies [like, for instance, the Equal Employment Opportunity Commission] seek such compensation.”

Harvard labor law professor Ben Sachs explains, “For decades, the lament of labor lawyers and organizers has been that the NLRA remedies are like a bad joke, so weak that it’s economically rational for employers to violate the law. Now, she’s done something that really wasn’t in the collective legal imagination: figured out how to increase remedies without congressional action. She’s found a number of ways to do exactly that.”

“Making employers who’ve broken the law pay the union back for its organizing expenses could be of major importance,” Sachs says. “She’s been imaginative in an arena where many of us were just lamenting.”

Another remedy that wasn’t in the collective legal imagination is Abruzzo’s proposal to declare captive audience meetings an unfair labor practice, the remedy for which should be enabling unions to hold their own meetings with workers, at the worksite. She also has called for making employers provide unions with the home addresses of workers during organizing campaigns, a remedy that’s particularly important at a time when an unprecedented number of employees are working from home.

In her memos, Abruzzo has said Board attorneys should file cases based on the argument that the misclassification of workers as independent contractors when they are actually employees is in itself an unfair labor practice under the NLRA, for which the Board can provide a remedy that states the workers are employees and thus eligible to unionize. The Trump-dominated Board had ruled that such misclassifications were not an unfair labor practice. That’s one of the Trump rulings, Abruzzo has stated, that violates the NLRA and should be overturned. And on March 17th, following Abruzzo’s memos, NLRB attorneys filed a complaint against a port trucking company at the Los Angeles harbor for the unfair labor practice of misclassifying its drivers, which, if upheld by an administrative law judge, would compel the firm to compensate them for lost wages and expenses and to provide a union with access to the drivers in an organizing campaign.

Misclassification is at the heart of the gig economy and, increasingly, the economy at large. Depending on the “common sense” standard of whether, say, a driver of a company’s trucks is an employee or a contractor, such a ruling could affect such mega-companies as FedEx, Amazon, Uber, and Lyft, not to mention countless smaller employers.

Abruzzo is taking on worker misclassification, a critical issue for port truckers.

As labor historian Nelson Lichtenstein points out, due to the need to win support from Southern senators, the NLRA initially excluded farm and domestic workers (that is, Black workers) from the law’s guarantees. As a result of the civil rights and kindred movements, some New Deal measures, like the minimum wage, were finally extended to some of those workers in recent decades. This triggered a new tactic from employers, Lichtenstein says. “The guarantees of labor law have been chipped away to exempt other people: managers, and now ‘independent contractors.’ That exempts more and more people from New Deal standards and rights. It’s been a Republican project.”

Making misclassification a violation of the NLRA would go a long way, then, to revive not just the NLRA, but an entire suite of legal obligations—like the minimum wage and payments into the Social Security and unemployment insurance systems—that companies now evade by refusing to acknowledge their workers actually work for them.

BOTH THE QUALITY AND the quantity of Abruzzo’s directives have dazzled the labor and legal communities, while alarming management-side attorneys. At a recent American Bar Association meeting that Abruzzo addressed, one corporate lawyer was overheard remarking, “We may have to find a different country.”

Abruzzo’s suggested reforms certainly mark a departure from previous practices under Democratic as well as Republican administrations. In the assessment of one longtime union official, “the Board under Bill Clinton viewed the Act largely as they received it, accepting as precedents the interpretations that had watered it down. The Board under Obama sought to update the law to meet new developments in the economy, as they did in their joint employer ruling saying that the parent company shared in the liability of its franchisers if they violated the Act, a ruling that the courts subsequently struck down. With Abruzzo under Biden, the agenda is now to get rid of all the erosions of the Act that have essentially ended the worker rights the Act created and secured.”

NLRB veterans generally believe the Democratic majority on the current Board will establish rulings that are based on Abruzzo’s arguments. “The majority will likely be sympathetic to all her proposals,” says Wilma Liebman, who chaired the Board during Obama’s presidency. Liebman is concerned, however, that the Board may be stretched by the sheer number of precedent-challenging cases that Abruzzo brings before it.

Some labor attorneys are concerned for a different reason: that Abruzzo’s agenda is both too ambitious and too well publicized. “I’m surprised at how public she’s been about it all, putting out her theories step by step,” says one. “Does the publicity heighten the possibility that rulings will be challenged more quickly in the courts? She may be giving employers an unnecessary head start.”

The courts, after all, can overturn NLRB rulings, and no court since the 1920s has been as anti-labor as the Supreme Court is today. Every attorney and union official I’ve spoken with for this piece has been gloomy about the prospects of some of Abruzzo’s policies passing muster with such avowed union-haters as the Supreme Court’s Sam Alito and his five Republican colleagues. They point out, however, that it normally takes many years for NLRB rulings to reach the Supreme Court (“They’re too busy right now outlawing abortion,” one lawyer said), and that during that interval, Abruzzo’s suggested policies can make it significantly easier for workers to prevail, particularly the generation of young workers at universities and Starbucks and tech companies, who in growing numbers are moving to win a voice at work. A case in point: Shortly after she sent out her memo calling captive audience meetings an unfair labor practice, the union seeking to organize Amazon’s warehouse workers in Bessemer, Alabama, put out a press release alleging just such violations, quoting her memo to bolster their case.

That may be one more reason, in addition to her determination to restore the worker rights encoded in the NLRA, and her general sense of justice, why Abruzzo looks to be in such a blessed hurry.

Fitch, the credit rating agency, warned the state of Florida that its swift decision to dissolve Disney’s special district may lead to the downgrading of the credit of other districts in the state. This would raise the cost of borrowing and cast doubt on the state’s creditworthiness. Maybe DeSantis and the legislature should have matters through more carefully.

One of the nation’s leading bond rating agencies warned Thursday that if the state of Florida doesn’t resolve a conflict over its decision to repeal Walt Disney World’s Reedy Creek Improvement District and its obligation to investors, the move could harm the financial standing of other Florida governments.

Fitch Ratings posted the alert late Thursday on its Fitch Wire web site, nearly a week after Gov. Ron DeSantis signed into law the measure dissolving the special taxing district that governs Disney property by June 1, 2023.

Reedy Creek Improvement District holds nearly $1 billion in bond debt and last week Fitch issued a “negative watch” because of the uncertainty around how that debt will be paid and by whom.

Read more at: https://www.miamiherald.com/news/politics-government/state-politics/article260873762.html#storylink=cpy

Valerie Strauss of the Washington Post recently summarized the efforts by Florida Governor Ron DeSantis to destroy public schools in his state.

Florida Gov. Ron DeSantis (R) has been fighting with the Walt Disney Co. for weeks now since it angered him by criticizing a law he championed that limits discussions of gender issues in public school classrooms. But his attacks on public school districts began just as soon as he took office in 2019.

DeSantis had been governor barely a month when he offered a new definition of public education that eliminated the traditional division between public and private schools. To DeSantis and his allies, “public education” includes any school — including religious ones — that receives public funding through voucher and similar programs. “Look, if it’s public dollars, it’s public education,” he said in February 2019. “In Florida, public education is going to have a meaning that is directed by the parents, where the parents are the drivers because they know what’s best for their kids.”

That was the start of what has evolved into the most aggressive anti-public education battle waged by any governor in the country. In the past year — and especially in recent months — as he has worked to amass more than $100 million for his 2022 reelection campaign, and possibly for a 2024 Republican presidential run, he has quickened the pace of his attacks.

He has, among other things: limited what teachers can say in classrooms about race, gender and other topics and appointed anti-public education figures to his administration, including a QAnon supporter, and, as education commissioner, an employee of a charter school management organization. He has also legally empowered parents to sue school districts as part of his “parental rights” initiative and micromanaged and limited the power of local school districts.

In what his critics say is a revealing move about their educational intentions, DeSantis and Florida legislators routinely exempt charter and private/religious schools from many of the restrictions and actions they take against public school districts. For example, the law that restricts classroom discussions on gender and sex education — known as the Parental Rights in Education law — applies to a state statute dealing with school board powers, according to the Tampa Bay Times. The Florida Department of Education did not respond to a query about this.

DeSantis and his like-minded compatriots make no secret about wanting to privatize public education — arguably the country’s most important civic institution. Their “school choice” movement means expanding alternatives to public school district. They include charter schools — which are publicly funded but privately managed — as well as voucher and similar programs that use taxpayer money to pay for tuition and other costs at private and religious schools. These schools can legally discriminate against LGBTQ and other students and adults.

To these activists, public schools are not the mainstay of America’s democratic system of government that tries to instill civic values to students from different racial, ethnic and religious backgrounds. Rather, as the libertarian Cato Institute says on its website: “Government schooling often forces citizens into political combat. Different families have different priorities on topics ranging from academics and the arts to questions of morality and religion. No single school can possibly reflect the wide range of mutually exclusive views on these fundamental subjects.”
Critics say this mind-set rejects the notion that America is a melting pot that flourishes by the coming together of people from different places, backgrounds, races and religions. They also say that school “choice” efforts to use public funding for private and privately run education take vital resources away from the public districts that enroll the vast majority of the country’s schoolchildren.

They point out that the public has no way to hold private and many charter schools accountable, because their operations are not transparent. There is irony, they say, in the fact that the people pushing the “parental rights” movement seeking transparency in public school districts don’t demand it of nonpublic schools that they want funded with public funds.

Last year, DeSantis visited a Catholic school in Hialeah to sign a bill that greatly expanded voucher programs while reducing public oversight. Originally intended for students from low-income families, DeSantis’s administration now also allows vouchers to go to a family of four earning nearly $100,000.

He has also played a leading role in the right-wing movement to restrict what teachers can and can’t say in the classroom about subjects including race, racism, gender and sex education. On April 22, he signed into law the “Stop WOKE Act,” which limits how race-related topics can be discussed in public school classrooms and workplace training, while essentially accusing public school teachers of trying to indoctrinate students.

About three weeks earlier, on March 28, he signed what critics dubbed the “don’t say gay” bill that limits teachers from discussing sexual orientation or gender identity. While numerous similar bills have been considered in legislatures in years past, it was DeSantis who pushed through the first one to become law.

On April 15, his administration announced that it had rejected publisher-submitted math textbooks books for including passages his administration doesn’t like, including those it says are about critical race theory and social-emotional learning.

DeSantis’s appointments to his administration reveal his attitude about public education. On April 21, he nominated state Sen. Manny Diaz (R) — who works at an affiliate of Academica, a for-profit Miami-based charter school management firm — as the state’s new education commissioner. Diaz will almost certainly be approved by the Florida Board of Education.

Diaz — who is chief operating officer of Doral College, a private college owned by Academica — has been instrumental in the legislature in expanding charter school growth. Florida, where charter schools have virtually no oversight, has seen a raft of financial scandals related to the industry.

Ten days before appointing Diaz, DeSantis’s administration appointed Esther Byrd, an office manager at her husband’s law firm, to the Board of Education. Byrd has on social media expressed sympathy with QAnon beliefs and offered a defense of those “peacefully protesting” the confirmation of the 2020 presidential election on Jan. 6, 2021, when the U.S. Capitol was overrun by a pro-Trump mob. She has alluded to “coming civil wars.” According to the Florida Times-Union, she and her husband, state Rep. Cord Byrd (R), flew a QAnon flag on their boat.

DeSantis also appointed to the Board of Education radiologist Grazie Pozo Christie, a senior fellow for the Catholic Association who wrote an article a few years ago saying the best thing parents can do for their children is to take them out of public schools.


Last October, while discussing “parental rights” in education and touting mask-optional policies at a news conference, DeSantis invited Quisha King, a leader of the right-wing Moms for Liberty group, to join him. King has called for “a mass exodus from the public school system.”

During the pandemic, DeSantis became a leader among governors of the anti-mask movement when he issued a ban on mask mandates in public schools — and then proceeded to penalize districts that required masks in compliance with federal government recommendations. His administration withheld the salaries of some superintendents and school board members that defied him — prompting the Biden administration to promise to make up for the deficit. He has also backed a plan to withhold a total of $200 million in different funding from districts that angered him.

His wrath at local school boards that don’t do his bidding has blown apart the Republican Party’s traditional stance that local education is the business of local issues. In March, one of the bills he signed into law included a provision that limits local school board terms to 12 years — without asking local voters if that’s what they wanted.
He also established a charter school commissioner office inside the Florida Department of Education, which has the power to approve or reject applications for charter schools without local school district input. Even the National Association of Charter School Authorizers thought it was a bad idea, writing on its website:

“Once a school is approved, the Commission would have no other authorizing responsibilities and the local district would be required to do all other authorizing duties. This goes against national best practice. … This is a bad idea since research shows that an authorizer’s commitment and capacity are essential to strong charter schools.

Last June, the DeSantis administration intervened in a local decision by the Hillsborough County School Board, which met to discuss a dozen proposals to open charter schools or extend the operating agreements on others. After it voted to close four existing charters, it received a letter from the Florida Department of Education saying that unless it kept those schools open, it would lose millions of dollars in state funding.

Finally, whatever the governor’s reason, Florida was the last state to tell the U.S. Education Department how it intended to use $2.3 billion in federal American Rescue Plan funds, which had been approved by Congress to help public schools recover from the pandemic. The deadline for states to apply for the money was in June 2021. Months later, on Oct. 4, Ian Rosenblum, then deputy assistant secretary for policy and programs in the U.S. Education Department, sent a letter to the DeSantis administration noting that Florida’s delay in applying for the funding was creating “unnecessary uncertainty” for school districts that needed the cash. Florida filed it a few days later.

DeSantis’s star power in the school “choice” movement is such that one of its longtime leading figures, former education secretary Betsy DeVos — who has called public education a “dead end” — solicited DeSantis’s help to promote a petition in her home state of Michigan to establish a voucherlike program. She and her family have donated hundreds of thousands of dollars to DeSantis.

NPR released a new poll showing that, despite the loud mouths attacking public schools, most parents like their public schools and teachers.

They like their schools despite the hundreds of millions, if not billions, invested in promoting school choice, charter schools, vouchers, and privatization.

This poll suggests that Democrats should go after people like Ron DeSantis and other politicians trying to harm a civic institution that most Americans, both Democrats and Republicans, appreciate.

The vice principal of an IDEA charter school in San Antonio was arrested for punching a 5-year-old child.

Betsy DeVos, when U.S .Secretary of Education, gave the IDEA chain more than $200 million from the federal Charter Schools Program to expand.

SAN ANTONIO – An area elementary school vice principal is in custody and charged with assault after she “lost control” and attacked a 5-year-old student in her office, according to Sheriff Javier Salazar.

The incident happened April 22 at an IDEA elementary school in the 10100 block of Kriewald Road, but the sheriff’s office wasn’t made aware of the situation until Wednesday, April 27.

According to Salazar, a mother told deputies that her five-year-old son, who attends the school, was assaulted by the school’s vice principal, 53-year-old Tara Coleman Hunter in her office..

The child admitted that he became “unruly” while in Hunter’s office and struck her. However, the situation escalated further when Hunter “lost control” and attacked the child, Salazar said.

“This was handled way inappropriately,” the sheriff said during a news conference Thursday.

Hunter punched the child in the face or head and pushed him into a file cabinet, according to the sheriff. This caused the child to develop a bump on his head and bruising.

The child was out of control, but the adult should know how to deal with an unruly child without resorting to physical assault.

I received the following statement by hundreds of Swedish teachers, protesting against the odious effects of privatization in education. They signed this post.

We teachers do not want to have it like this anymore

Published 28 Apr 2022 at 06.00

Filippa Mannerheim, high school teacher, Stockholm.

HP Tran, primary school teacher, Gothenburg.

Sara Persson, primary school teacher, Västervik.Photo: Sara Winsnes

Marcus Erhagen, high school teacher, Örebro.

Per Edberg, preschool teacher, Umeå.

We teachers demand a change. We demand that you politicians make sure to fix the institutionalized, corruption-promoting defects you yourself have built into the school system so that we teachers can focus on teaching Sweden’s children, 285 teachers write in a call against the marketized school.

This is a debate article. It is the writer who stands for the opinions in the text.

DEBATE. We who write this article do so even though we do not really have the time or energy. We write it even though it is not our job. We write it even though it should not have been needed and had not been needed in any other country than Sweden.

But as things stand now, we feel we have no choice.

We in Sweden today have large, commercial school groups that expand at the expense of the municipal school and make a profit through lower teacher density, fewer qualified teachers, fewer costly students and lower teacher salaries than municipal schools. Group schools receive permission from the Swedish Schools Inspectorate to start in municipalities even though the municipalities themselves say no and there is no need.

We do not want it like this.

Today, through the free right of establishment and the unregulated offer, a school can be opened anywhere and look any way. A teaching position can be anything for anyone. Nothing on the school grounds is regulated. Nothing is planned based on society’s needs.

We do not want it this way.

In the past, independent schools had lower school fees because the municipality must ensure that all students can go to a school close to home. The municipality can not choose the organization that is cheapest, it can independent schools. The municipality can not put students in line, it can independent schools. The municipality can not profile its schools so that some students feel that the school is not suitable for them, independent schools can. The municipality’s assignments are larger and more expensive, but the tuition fees are just as large. A majority of the Riksdag’s parties refuse to change this.

We do not want it this way.

The revolving doors between politicians and independent school companies are freshly blown and the close ties that exist between politicians, lobbyists and the business community are becoming increasingly tighter when former politicians take seats in school management or continue their careers as lobbyists.

It’s time to listen to the voters. It’s time to listen to us teachers. It is time to climb out of the school market swamp and act as elected politicians again.

Public opinion in Sweden is clearly against the private gains made in welfare and school. Nevertheless, this is not reflected in the Riksdag decisions that are made.

We do not want it this way.

School companies and large real estate companies today buy school properties so that the companies can make money at school even if politicians decide on a profit ban. They want to be able to move money from profits in school to profits in real estate companies. Instead of hiring teachers, the school fees are used for the real estate companies’ return requirements.

We do not want it this way.

We have politicians who drum up “freedom of choice” as a mantra as soon as criticism is directed at the system, but the free choice they defend is in fact the school groups, which through targeted marketing to parents with high-performing children, have the choice to only give school to the “cheapest The students. Everything is as it should be in the best of worlds, the majority of our parliamentary parties believe.

But we do not want it this way.

The Swedish school once made class trips possible. The school was good at getting the majority of students to succeed – even children without a study background. Today, Sweden has the most unequal school of all the Nordic countries. Swedish school torn apart.

Instead of a cohesive compensatory school, we now have listed company schools, groups with fake coats of arms, schools that call themselves international and that have teaching in a language other than Swedish. We have religious schools with dubious values.

We teachers do not want it like this anymore. We demand a change. We demand that you politicians make sure to remedy the institutionalized, corruption-promoting defects you yourself have built into the school system so that we teachers can focus on teaching Sweden’s children. And avoid writing articles like this in the future.

It’s time to listen to the voters. It’s time to listen to us teachers. It is time to climb out of the school market swamp and act as elected politicians again.

We teachers do not want it like this anymore.

Rolf Wallander, subject teacher years 4-6, Haninge 

Miranda Chang, F-6 teacher, Gislaved 

HP Tran, primary school teacher, Gothenburg 

Helena Tarras-Wahlberg, teacher, Ängelholm

Anna Bränström, high school teacher, Sundbyberg municipality

Maria Karlsson, high school teacher, Knivsta 

Jonas Linderoth, Professor of Pedagogy University of Gothenburg 

Pia Ennemuist, elementary school teacher, leisure educator, Värmdö 

Therese Wikström, high school teacher, Ale 

Erik Winerö, high school teacher / doctoral student educational science, Lerum

Alexander Nilsson, high school teacher, Trelleborg

Marie Pettersson, special educator, Skövde

Therese Andersson, elementary school teacher, Örebro 

teacher , Stockholm

Magnus Svensson, university lecturer, teacher educator, Eskilstuna. 

Ann-Christine Norman, upper secondary school teacher, Boden

Daniel Runhage, primary school teacher, Malmö 

Per Edberg, preschool teacher, Umeå

Filippa Mannerheim, upper secondary school teacher, Stockholm 

Anton Ek, primary school teacher. Falun

Felix Björk, music teacher student, Stockholm

Aron Ihse Trägårdh, elementary teacher student, Malmö 

Anthon Brunzell, subject teacher student, Lund

Björn Dahlman, teacher, Ekerö

Terese Crona Lindström, teacher in after-school center, Ängelholm 

Simon Kvassman, subject teacher and teacher student, Örebro

Birch Petter 

MagnusBäcklund, teacher Hörby

Jenny Winberg, teacher, Västerås

Edvin Jensen, high school teacher, Linköping 

Maria Olsson, retired high school teacher, Ale

Martin Ahlstedt, high school teacher, Gothenburg

Pernilla Wallgren, elementary school teacher, Stockholm 

Lena Karlsson Saranpää, elementary school teacher, Motala

Maja Anselius, Special educator 

, , primary school teacher, Stockholm 

Erika Tidblom, teacher, Norrköping

Magnus Dahlström, high school teacher, Malmö

Tilde Jansson, high school teacher, Stockholm 

Lena Danelius, high school teacher, Lund

Daniel Lund, high school teacher, Norrköping

Rasmus Hardeström, teacher, Linköping

Maria Hals, high school teacher, Danderyd

Joel Larsson, High school, Danderyd

Maria Jarlsdotte r former principal, Ängelholm 

Per Johansson, high school teacher, Ängelholm

Karl Engqvist, primary school teacher, Arvika. 

Olof Persson, High school teacher, Strömsund

Lotta Lindvall, preschool teacher in preschool class, Motala

Birgitta Hultkrantz, Municipal adult teacher Stockholm

Jonas Hemström, deputy principal, Stockholm

Andreas Olofsson, high school teacher, Ljungby 

Petter Cronberg, teacher, Nyhamnsläge

, elementary school teacher, elementary school

NyborgDanderyd

Kristina Lundin, high school teacher, Köping

Ulla Åkerström, leg. teachers who left school, Gothenburg

Johanna Verme, high school teacher student, Lerum

Jesper Berglund, high school teacher, Gothenburg

Lisa Göland, high school teacher, Linköping

Petra Särnhammar, school librarian and high school teacher, Linköping

Linda Odén, high school teacher, Gråbo

Lars Ljunggren, high school teacher, Falun

Åsa Tadell, high school teacher

Maria Gustavson, teacher, Västerås 

Fredrik Sandström, teacher, Arboga

Tom Bergström, vocational teacher, Sala 

Petra Lindström, teacher, Gnesta

Pontus Bierich, Teacher, Kungälv

Linnea Argårds, teacher, Örebro

Martin Viklund, teacher, Hudiksvall

Gunnar Wike, primary school teacher, Västerås

Anders Törnlund , teacher, Huddinge

Jan Kjellin, preschool teacher, Falun

Fredrik Björkman, high school teacher, Malmö

Elisabeth Ahrent, teacher Simrishamn

Johan Carlsson, high school teacher, Upplands Väsby 

Fredrik Törnqvist, high school teacher, Stockholm

Magnus Almström, high school teacher, Borås

Helena Edvardsson, elementary school teacher, Gothenburg

Christoffer Eriksson, high school teacher , Uppsala

Kari Nilsson, teacher, Malmö 

Elin Persson, after-school center teacher, Danderyd

Anna Östman, primary school teacher, Huddinge

Rickard Himre, upper secondary school teacher, Stockholm  

Fredrik Clausson, upper secondary school teacher, Lund

Nils Rickdorff Lahrin, upper secondary school teacher, Uppsala 

Björn Johannesson, primary school teacher, Gothenburg

Maryna Grip, primary school teacher, Söderhamn

Jan Magnusson,

Lotta Gedik-Cederberg, primary school teacher, Malmö

Jenny Vide, primary school teacher, Uppsala

Mathias Israelsson, primary school teacher, Gothenburg

Lilian Birath, high school teacher, Svedala 

Anna Heimer, preschool teacher, Partille

Patrik Unné, special educator 

Margareta Melin, primary school teacher, Kungälv

Jonas Fried, Gothenburg primary school

teacher , elementary school teacher, Ryd

Sara Persson, elementary school teacher, Västervik 

Maria Himre, high school teacher, Stockholm

Marie Karlsson, elementary school teacher, Svedala

Olof Loklint, elementary school teacher, Västerås 

Niclas Djupström, high school teacher, Skövde

Gunnel Alm, high school teacher, Norrköping

Bodil Ejwertz, teacher, Tylyl

, teacher , Sundbyberg

Helen a Svanängen, university lecturer, Jönköping

Isabella Åkerlund, teacher, Karlstad

Maria Hilber, preschool teacher, Huddinge

Isabella Verner, high school teacher, Stockholm

Malin Ahlgren, high school teacher, Stockholm

Elinor Löfstaf, teacher, Västerås 

Peter Sjöde IDH teacher Jönköping

Svensson Gothenburg

MånsPettersson, high school teacher, Stockholm 

Anders Lindborg, high school teacher Varberg

Karin Berg, high school teacher, Gothenburg 

Peter Alm, high school teacher, Uppsala 

Marina Nordin, teacher, Stockholm 

Calle Andén, primary school teacher, Gotland

Niclas Ländin, deputy principal, Sollentuna 

Hedvig Bolmgren, special teacher / special educator,

Östhammar Rosenberg, primary school teacher, Klippan 

Fredrik Hornegård, teacher, Stockholm 

EwaLiz Larsson, primary school teacher, Karlskrona 

Tobias Nilsson, special teacher, Lund 

Anna Nylander, high school teacher, Lysekil. 

Marika Lindholm, teacher, former. principal, Stockholm

Emma Sjödin, high school teacher, Stockholm 

Shpetim Ademi, high school teacher, Kristianstad. 

Johanna Andersson, high school teacher, Malmö

Bernt Andersson, leg. teacher of music and English, SiS in Lidköping

Magnus Karlberg Teacher / leisure educator Stockholm

Ellinor Brantås, elementary school teacher, Järfälla 

Johanna Ramstedt, elementary school teacher, Stockholm

Linda Bäckström, high school teacher, Gothenburg

Niklas Aronsson, high school teacher Gothenburg

Hjalmar Holgersson, high school teacher, Gothenburg

Pelle Flemark, high school 

Eva Söderberg, certified teacher of handicrafts / Swedish, Gothenburg

Kedikova, high school teacher, Norrköping

Anna Lundin, music teacher, Västerås 

Helene Johansson, elementary / high school teacher, Uddevalla 

Jakob Winnberg, high school teacher, Växjö

Solveig Ivarsson, elementary school teacher, Svenljunga

Jan Gustavsson, Norrman Lotman,

Zumi, elementary school teacher, Ulricehamn 

Anna Klingström, high school teacher, Sala

Fredrik Månsson, high school teacher, Norrköping

Christina W. Källström, high school teacher, Katrineholm

Emma Solum Holst, high school teacher, Borlänge 

Alexandra Georgieva, elementary school teacher, Gothenburg

Carina Lindström, music teacher in elementary school, 

Södertarje high school Lina teacher, Stockholm

Helena Wessel, school secretary former high school teacher, Stockholm

Katarina Hjärpe, school librarian, Malmö 

Mattias Forsberg, high school teacher, Arvika

Henrik Estvik, high school teacher, Stockholm

Maria Ruukel, elementary school teacher, Valdemarsvik 

Åsa Andersson, elementary school teacher, Västerås

Jonathan Wikström, elementary school teacher,

L primary school teacher, Stockholm

Staffan Lindström, music teacher in primary school, Södertälje

Carin Hammarström, teacher, Malmö

Hans-Uno Karlsson, retired primary school teacher, Hajom

Jennie Gudmundsson, leg. teacher ma / bi 7–9, Ängelholm

Ragnar Suneson retired language teacher 7–9, Tranås

Cecilia Ekdahl Schewenius, subject teacher / assistant professor, Kungshamn 

Jan Wärmegård, primary school teacher, Stockholm

Cecilia F. Kroon, teacher, Staffanstorp 

Gunilla Martinsson, teacher Falkenberg

Maria Henriksson, language teacher Mora 

Anna Liljekvist, teacher, Nacka

Cecilia Svensson, teacher F-3, Sundsvall 

Inga-Lill Lagerlöf, retired teacher, Tierp

Hanna Wallinder, teacher, Malmö 

Helén Enqvist, language teacher years 6–9, Botkyrka 

Annette Säterberg, high school teacher, Kungsbacka

Ingemar Abrahamsson, handicraft teacher, Gothenburg

Lotta Carlson, subject teacher Ma / No, Kungsbacka 

Carola Svensson, adult teacher, Norrköping

Marie Wislander, teacher, Tjörn

Maria Jansson, special teacher, Stockholm

Jonny Wester, music teacher, Hylte 

Miriam Järlebark, teacher SFI, Örebro

Film Katja 

Roselli Åsell, teacher, Hofors

Jan Gustavsson, Municipal adult teacher, Norrköping

Helen Egardt, high school teacher, Lidingö

Thomas Bergström, high school teacher Ludvika

Mikael Winblad, teacher e, Strängnäs

Ann-Sofie Johansson, high school teacher, Västerås 

Pia Brodersen, special educator, Stockholm

Ulla Sunden, teacher, Gothenburg

Mirjam Cameron Sedwall, teacher, Stockholm

Linda Söderberg, teacher, Timrå 

Robert Warrebäck, teacher, Stockholm

Jenny Vad-Schütt, teacher, Täby 

Johan Thorssell, high school teacher, Gothenburg 

Cecilia Rosenqvist, subject teacher, Simrishamn

Rebecka Beijer, high school teacher, Eskilstuna

Jaana Vilén, special teacher, Karlskoga

Carola Sjöstrand, teacher, Jönköping

Elisabeth Broman, former elementary school teacher, Österåker

Sabina Granstrand, teacher Frida, Samstad

4-6 Gothenburg

Louise Halldin, high school teacher, Gothenburg

Birgitta Jensen, deputy principal, Emmaboda

Pia Thomasson, 7 – 9 teachers, Ängelholm

Sanna Dabolins, high school teacher, Gothenburg 

Linda Gunnarsson, teacher, Härryda 

Bengt Johansson, teacher, Nacka 

Malin Hökby, high school teacher, Nacka 

Anna Näslund War, primary school teacher 4–6, Karlskrona

Ingela Bursjöö, teacher, Gothenburg

Hasse Annerbo, primary school teacher 1–7 Falun 

Åsa Hartzell, upper secondary school teacher, Stockholm

Jessica Andersson Sjöstrand, upper secondary school teacher, Växjö 

Marie Rehnström, middle school teacher, Härryda

Johanna Stigmark, SFI teacher, Södertälje

Maria Knutsson-Torvaldsen, primary school teacher, Ockelbo 

Frida Lotfi, upper secondary school teacher, Danderyd

Kenneth Pilström, retired teacher, Kil

Anders teacher, Norrköping

Cecilia Rehnqvist, teacher, Malmö 

Petter Träff, high school teacher, Malmö

Maria Trulsson, teacher, Gothenburg

Kristina Broberg, elementary school teacher, Uddevalla

Nilla Wikberg, special educator, Uppsala

Elin Jonasson, teacher student, Mönsterås

Robert Alexandersson, middle school teacher, Kristinehamn

high school teacher Micke Hjalmarsson Motala

David Reljanovic, high school teacher, Borås

Edith Marelli, high school teacher, Malmö

Sophia Ivanovic, teacher Nässjö

Robert Svensson, teacher Trollhättan

Sara Berggren, teacher, Sundsvall 

Nicklas Ivarsson, teacher, Trelleborg

Per Olov Nordin, philosophy Master, retired, Söderhamn

Susanne Lindgren, speci Luleå

Anna Svensson, high school e-teacher, Skara

Magdalena Gyllenlood, high school teacher, Nacka

Marie Sandström, high school teacher, Vara

Maria Sköld, teacher, Haninge

Amanda Terlevic, high school teacher, Gothenburg

Kerstin Meurling, teacher, Kulturskolan, Sundsvall

Maria L. Persson, teacher, Varberg

Susanne Lärkeryd, teacher,

Skellefte Utter, upper secondary school teacher, Gothenburg

Elin Bergström, leisure teacher, Sundsvall 

Nicolas Micic, teacher, Huddinge

Jennie Frisk, primary school teacher, Uppsala 

Åsa Fondin, special teacher, Landskrona

Stina Carlsson, primary school teacher ma / NO 1-7, Dalsed

Johanna Leinås, teacher, Täby 

Christer Hällkvist, high school teacher, Linköping 

Susan Persson-Payne, teacher, Eskilstuna

Jenny Svensson, high school teacher, Halmstad

Johan Fransson, high school teacher, Linköping

Staffan Melin, primary school teacher, Gothenburg

Karin Wilsson, principal, Mark municipality

Majlis Seppänen, teacher, Boden

Niclas Skott, teacher, Gothenburg

Anton Svensson , teacher, Växjö

Klas Holmgren, teacher, Borlänge

My Landberg, teacher, Järfälla

Joakim Lindström, teacher, Huddinge

Josefine Forsberg, primary school teacher, Umeå

Kerstin Rödén, special educator, Östersund

Helena Eidenson, primary school teacher, Sigtuna

Rolf Back, mathematics teacher, Falun

Lars Persson, technology teacher, Sölvesborg

Ola Lindholm, teacher, Karlstad

Marcus Erhagen, high school teacher, Örebro

Göteborg Hjertén, teacher 

Finnhigh school teacher, Uppsala

Jenny Dahlin, high school teacher, Mark municipality

Eva Almestad, preschool teacher, Sundsvall

Olof Dahl, fil. dr, high school teacher, Mölndal

Åsa Marmebro, teacher, Kungälv

Ulrihca Malmberg, high school teacher, Stockholm

Sara Fransson, high school teacher, Huddinge 

Debora Påhlsson, teacher, Båstad 

Birgitta Olsson, teacher, Karlskrona

Karin Linderyd, high school teacher, Motala 

In case you wondered, Peter Greene is not a fan of SEL (social-emotional learning). Just because the loathsome Florida Governor Ron DeSantis doesn’t like it is no reason to embrace it. He feels the way about SEL that I always felt about character education. Character education should not be a course or a program; it should implicitly permeate everything you do in teaching honesty, integrity. responsibility, and helpfulness. It must be modeled, expected, reinforced by example, not turned into lessons.

Greene writes:

Social and Emotional Learning is the new target of the GOP attempt to set multiple education brushfires in hopes of stampeding voters towards a Republican victory (as well as one more way for the authoritarian crowd to hammer home their central point of “Trust nobody except Beloved Leader”). The attacks range from overblown to intellectually dishonest to giant piles of bovine fecal matter to the odious, evil charges that the teaching profession is simply a haven for groomers.

And there is irony in these attacks from the right, because SEL is just the latest packaging of what we used to call “soft skills,” and some of the greatest push for getting these into schools has come from the business community (“Hey schools! Fix my meat widgets so they communicate and cooperate better!!”)

All that said, I’m not going to be the one to defend SEL in the classroom.

Perhaps I should say “formal SEL instruction.” SEL has always been in the classroom and always will be, because it’s impossible for an adult teacher to lead a roomful of young humans through learning and education and all the bumps and interactions that come by putting so many human beings in one room–well, you can’t navigate any of that without including SEL. “Don’t interrupt” and “keep your hands to yourself” and every group project ever are part SEL. Everything a teacher imparts, directly or indirectly, about how to work with, talk to, and get along with other humans is SEL. 95% of all the “this teacher changed my life” stories are about SEL and not actual subject content. So it is impossible to remove SEL from a classroom.

But formal SEL is another thing.

As soon as we try to formalize SEL instruction, we run into all sorts of problems. Are we doing it to help people get a better job and better grades or to be a better human being? And if it’s the latter, as it should be, who the heck is going to define what a better human being looks like? And is there just one definition? And if not (as is true), then exactly what sort of assessment are we going to use to measure the “effectiveness” of the program or the social and emotional learnedness of the students? And can you promise me that you aren’t going to record all that data to build some sort of digital social and emotional swellness file on each student? Also, will the program require every teacher to have a trained counselor level of expertise? Every single one of these questions ought to stop the march toward formalized SEL instruction dead in its tracks. But it hasn’t-not any of the times SEL, under various monikers has come trundling down the tracks…

If you spend an hour a week talking about how to be a decent person, and the rest of the week behaving like a lousy person, you’re wasting that hour. And if you spend the week being decent people, what do you need that hour of class for?

And, I would add now, you don’t model character for young humans by engaging in lying and slander to score political points. If 2022 is, as some activists are promising, the year that SEL takes over for CRT as the object of panic du jour, good luck to us all. But just because you call out the throwing of poo, that doesn’t mean you have to support the thing the poo’s being thrown.

We agree.

Teachers in New South Wales, Australia, plan to strike on May 4 to protest working conditions, especially understaffing and low salaries.

A letter to public school parents

Every day across NSW, children are missing out because of a lack of teachers.

It’s an unacceptable situation affecting public and private schools. Children can’t put their education on hold and wait for this to be fixed.

They have a right to be taught by a fully qualified teacher today and every day.

This is why teachers and principals have made the difficult decision to go on strike on Wednesday, May 4.

The teacher shortages are a growing problem caused by uncompetitive salaries and unsustainable workloads. COVID isn’t the cause. It’s just making a bad situation worse.

In February this year, there were vacant permanent teaching positions in more than half the schools in NSW. More than 95 per cent of teachers and principals say their school has difficulty finding casual teachers.

The Department of Education’s own research shows large and growing shortages of teachers in many subject areas, forcing almost a quarter of secondary teachers to teach outside their area of expertise.

How do we fix the teacher shortages and ensure no child misses out?

If we truly want every child to get a high-quality education, we need a qualified teacher in every classroom.

Significantly, increasing teacher salaries and giving them more time to prepare lessons is an investment in our future that will pay off for our kids and our country.

While the work of teachers has become far more complex and challenging, their salaries have fallen far behind other professions. The NSW Government’s wage offer of a 2.04 per cent annual increase won’t even keep pace with rising costs, with inflation now running at 5.1 per cent.

Workloads are also excessive, with NSW teachers now working an average of 60 hours a week.

For more than 18 months, we have tried to reach agreement with the NSW Government on a reset of teacher salaries to better reflect the value of the work teachers do and make the profession more attractive to high— achieving young people.

We have also sought an increase of two hours in the preparation time teachers have each week. (The current two-hour entitlement for primary teachers has not changed since the 1980s. Preparation time for secondary teachers hasn’t changed since the 1950s.)

Unfortunately, the NSW Government is refusing to make this investment that will help retain our dedicated teachers and attract the ones we need to stop the shortages.

What will happen on Wednesday May 4?

You will need to make alternative plans for your child on this day because teachers will not be at the school.

We understand this is not ideal. But if we do not take action now, the teacher shortages will only grow and more children will miss out.

If you would like more information or to show your support for teachers, you can do so at

morethanthanks.com.au

Chaz Stevens, a 57-year-old tech wizard, noticed that Florida made it easier to challenge books used in schools and housed in school libraries. The law doesn’t take effect until July 1, but Stevens couldn’t wait that long. So he immediately launched a complaint about the Bible and the Oxford English Dictionary and requested that they be banned.

As of Wednesday, he has filed near-identical petitions with 63 Florida school districts asking to ban the Bible. He has also filed a second petition with one district, Broward County Public Schools, requesting the removal of the Oxford English Dictionary.

His three-page petition critiques the Bible for its depictions of bestiality and cannibalism, its “eye-popping passages of babies being smashed against the rocks” in Psalms 137 and its “strong pro-slavery position,” citing Ephesians 6:5-7.

“As the Bible casually references … such topics as murder, adultery, sexual immorality, and fornication — or as I like to think, Date Night Friday Night — do we really want to teach our youth about drunken orgies?” the petition asks.

Stevens’s subsequent complaint against the dictionary calls it “a weighty tome over 1,000 years old, containing more than 600,000 words; all very troubling if we’re trying to keep our youth from learning about race, gender, sex, and such.”

The Washington Post checked with First Amendment scholars, and one said “that the Bible is replete with episodes of violence and sexual abuse, including the rape of Dinah in Genesis, which leads her brothers Levi and Simeon to kill every man in the city of Shechem to avenge her honor; the incestuous rape of King David’s daughter Tamar by her half brother Amnon; and the brutal dismemberment of a concubine in Judges. She said the Bible is at least as sexually explicit as some of the books parents are labeling inappropriate, raising the question: Why can the Bible stay in the library when those books have to go?”

Two districts told Stevens that he is not a resident of their district, but he hopes to find residents in every district to file the same complaint.

A third official, Eydie Tricquet, the superintendent of the Jefferson County School District, wrote to say that her district is still under state control; Florida took over managing the district five years ago because of its failing grades, financial problems and staffing woes. But Jefferson is due to revert to local control this summer, and Tricquet promised in her email to Stevens that she will consider his request then, in accordance with school board policies and Florida law.

“At this time, I do not have a school or a library to place or remove a Bible,” Tricquet wrote.
Stevens, whose day job involves managing a website that connects people with mental health issues to supports including clinicians and therapy animals, said he knows many people see his efforts to ban the Bible as just the latest triviality in a long line of political pranks.

His colorful history includes campaigning to open city commission meetings with invocations to Satan, erecting a Festivus pole at the Florida Capitol to protest the Christmas Nativity scene and sending butt plugs to misbehaving public officials.
He pointed out that his antics once led to the arrests of two-fifths of Deerfield Beach city’s ruling body, including the mayor, over allegations they falsified records and violated state conflict of interest and gift disclosure laws.

“I’m sorry you’re stuck with me,” he said. “But I don’t see anybody else rising to the challenge, just a lot of …Twitter commentary.”

He added: “If not me, then who?”